AY14 - 15 Diploma in Fashion

LASALLE COLLEGE OF THE ARTS
1
ALL RIGHTS RESERVED. 2011, 2013, 2014. THIS DOCUMENT AND ITS CONTENTS ARE THE PROPERTY OF LASALLE COLLEGE OF
THE ARTS, 1 MCNALLY STREET, SINGAPORE 187940.

UNAUTHORISED USE IS PROHIBITED. ANY BREACH OF COPYRIGHT WILL BE SUBJECT TO PROSECUTION. THE PROGRAMME HAS
BEEN DESIGNED AND DEVELOPED BY LASALLE COLLEGE OF THE ARTS IN 2011.

DIPLOMA IN FASHION / CONTENTS

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Table of
Contents
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Introduction
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From the President
About This Programme Handbook
Learning Portal
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Section A
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INFORMATION ABOUT YOUR DIPLOMA
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Overall Aims Of The Diploma In Fashion
Diploma Level Learning Outcomes
Diploma Design, Content And Organization
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Section B
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TEACHING AND LEARNING METHODS AND
ASSESSMENT STRATEGIES
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Teaching and Learning
Delivery Modes
Assessment
Assessment Strategy
Continuous Summative Assessment
Summative Assessment
Formative Assessment
Modes of Assessment
Plagiarism
Attendance
Placement Learning
Assessment Criteria
Assessment Criteria Charts
Summative Grading Descriptors and Criteria
Faculty of Design Marking Descriptors
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Section C
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MODULE DESCRIPTORS
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LEVEL 1
D-SH101 Introduction to Studio Practice
D-SH102 Introduction to Contemporary and Contextual Studies
D-SH103 Technical Skills Workshops for Studio Practice
D-SH104 Exploration of Studio Practice
D-SH105 Specialist Studio Practice
D-SH106 Key Skills in Contemporary and Contextual Studies

LEVEL 2
D-FH201 Contextual Studies Modern Fashion History
D-FH202 Fashion Studio 1
D-FH203 Technical Studies 1
D-FH204 Contextual Studies 2 Introduction to the Fashion
System and Terminology
D-FH205 Fashion Studio 2
D-FH206Technical Studies 2

LEVEL 3
D-FH301 Industry Placement Professional Practice
D-FH302 Self-directed Study Fashion Studio I
D-FH303 Career Management - Fashion
D-FH304 Self-directed Study Fashion Studio II
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Summary of Learning Hours and Credits
Summary of Assessment Schedule
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DIPLOMA IN FASHION / INTRODUCTION

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From the
President
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Whether you are joining the College as a student here for the
first time, or continuing with us, my colleagues and I offer you
the warmest welcome to the exciting new academic year at
LASALLE College of the Arts!

For those of you embarking on a new programme here, many
congratulations on your success in joining us our entry
criteria are high and there is fierce competition for places. To
you, and all our students, I would offer some sound advice that
has been echoed by many of our most distinguished former
students who work successfully in and seek to continually
redefine - the arts, design and creative industries.

Studying at LASALLE is an exciting, life-shaping journey and
the more wholehearted you are in researching, experimenting
and expressing your creativity, the more confident and
accomplished you will become - and the harder you work the
more you will succeed, not only here but in your future life and
career.

Your programme will foster many things from an appreciation
of different art and design traditions from around the world, to
an understanding of your own unique artistic instincts. Your
programme combines the acquisition of subject-specific
knowledge and skills with the opportunity to creatively explore
and experiment, sometimes alone and sometimes with others.
Projects and collaborations provide a tangible application of
your growing understandings and skills. Through these, you
will learn increasingly to appreciate the great richness and
diversity of your subject - and to begin to excel in it creatively.

Our award-winning campus and outstanding staff team provide
a wonderful environment and supportive foundation for you to
develop and excel in. You also have another unique
opportunity here that may never arise again: to learn from and
collaborate with people from all the other art and design
disciplines, who are approaching similar concepts to you but
from entirely fresh perspectives and viewpoints.

Take every advantage of all that is on offer, not just on your
programme, but also through the wider LASALLE environment.
Engage with new opportunities, participate in the regular talks
and lectures given by internationally acclaimed artists, and
immerse yourself in our extensive programme of exhibitions,
screenings and performances.

Enjoy your programme, and the new academic year!

Professor Steve Dixon
President, LASALLE College of the Arts


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About this
Programme
Handbook
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This Programme Handbook gives you information and
guidance about the Diploma you are studying and its academic
and organisational framework.

The Handbook is divided into the following sections:

Section A
Information about the Diploma

Section B
Teaching and Learning Methods and Assessment Strategies

Section C
Module Descriptions

As a student, you will be required to be familiar with the
regulations, policies and procedures below which you will find
in the LASALLE Learning Portal (http://learn.lasalle.edu.sg)

Academic regulations
Equal opportunities policy
Placement learning procedures
Roles of external examiners and programme advisers

If you are unable to access the Learning Portal, please contact
the Division of Information Communications and Technology
(ICT) at 6496 5399 or email them at
service.desk@lasalle.edu.sg

The programme you have joined has been developed by
LASALLE College of the Arts. The College endeavours to meet
exacting educational standards and to comply with rigorous
codes of practice in such areas as quality assurance,
admissions, assessment and curriculum design.

While we have tried to set out the information as clearly as
possible, the material contained in the handbook is necessarily
complex and much of it has to be expressed in formal,
academic language. It is inevitable therefore that the handbook
might raise many questions and it is essential that you seek
advice and guidance on anything you do not understand. Also,
it is important to remember that your lecturers will explain the
content of this handbook to you in detail as the programme
progresses.

As you progress through the Diploma you will be encouraged
to become more self-motivated and self-directed in your
learning. By the time you reach Level 3 you will be expected to
begin to take a significant amount of responsibility for your own
learning, to find your own artistic voice and to develop your
own strategies for tackling the work you are required to do.
This is a vital process in developing a reflective and
independent approach to your professional practice in the
industry of your choice.

You will find that reviewing and reflecting on your process and
emerging practice, play an important part in the teaching and
learning strategies used at LASALLE. Similarly, the College,
with your input, regularly reviews its programmes to ensure
that they meet the high standards expected of the College.
This means that the handbooks are regularly updated and
revised. So, whilst the information in the handbook is as
accurate as possible, it is subject to change. Please make sure
that you update your handbook as revisions are published in
the Learning Portal.

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Learning
Portal
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The Learning Portal http://learn.lasalle.edu.sg contains further
information that would be of interest to you. These include:

Information on LASALLE
See Purpose, Ambition, Values
Purpose, ambition, values
Strategic Plan

Student support services
See Academic Administration
o Academic Calendar
o Update of student particulars
o Application for course transfer, repeat course, resume
studies, intermit studies and course withdrawal

See Student Services
o Pastoral counseling
o Accommodation
o Disability support
o Student pass and EzLink card information
o Vacation job placements
o Activities and events

See Finance
o Financial assistance scheme
o Tuition fee details
o Medical insurance scheme
o Refund policy

See The Learning Centre
o Academic English classes
o Academic group workshops

Learning Resources

See ICT
o ICT support services and contact details
o Link to Outlook Live (for student!s webmail)
o Learning Portal quick start guide
o IT related policies

See Library Resources
o Library opening hours and loan entitlement
o Library new arrivals and online resources
o Library assistance
o Citation and referencing guide

Regulations and Policies

See Programme Handbooks, Regulations and Policies
o General Academic Regulations
o Appeals and complaints procedures
o Assessment Regulations
o Complaints Procedures
o Disciplinary Procedures
o Student Appeals
o Attendance Regulations
o Academic Misconduct & Plagiarism
o Additional Regulations for Postgraduate Studies
o Equal Opportunities Policy
o Placement Learning Policy and Procedures

See Academic Administration
o The College Attendance Policy and Operational
Guidelines
o Dispute Resolution Policy

Student assessment

See Programme Handbooks, Regulations and Policies
o General Academic Regulations
o Assessment Regulations
o Methods of Assessment
o Reassessment Arrangements

Contact details
See Faculty/Programme specific page
o Contact details of staff on the programme
DIPLOMA IN FASHION / SECTION A

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Section A
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Information About
Your Diploma
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You have joined LASALLE as a Diploma student at an
important time in the evolution of LASALLE as an arts
education institution. Our new Diplomas with their community
and industry linked components are intended to prepare you to
work in the creative industries when you graduate.

They are also designed to allow very successful Diploma
graduates to progress to appropriate programmmes at Level 2
of LASALLE!s unique range of 3 Year BA Honours Degrees.

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Background
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The Diploma in Fashion at LASALLE has been developed in
response to the demands of the growing creative industry in
Singapore, the region and world-wide for graduates of
enhanced ability, knowledge and adequate experience in
related fashion industries.

As indicated in the Strategic Blueprint set by Singapore Design
Council Singapore needs to constantly re-design itself to move
up the value chain as we have no natural resources and
hinterland to fall back on. Design will create new value
propositions for Singapore to remain globally relevant and
competitive in the midst of the growing regional and
international competition. For Singapore to stay ahead, we
must develop a creative culture to attract and retain the best
talent.

The fashion programmes at LASALLE will focus on the
developments of the Asian and International fashion industries.
The philosophy of the programme centers on the contrasting
artistic practices of the creative industries as well as on the
dynamism of the evolving fashion culture in Singapore, the
region and worldwide.

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Diploma in Fashion
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The Diploma in Fashion is a three-year practice-based
programme integrating technical skills and industry knowledge
with design process and creative visual communication.
Graduates from this programme will be technically sound and
knowledgeable designers. Emphasis is for students to be
equipped with relevant skills and to have a good working
knowledge of the fashion industry. The programme provides a
holistic underpinning for different areas in Fashion and focuses
on the fashion product with components in Textile Design,
Marketing, Styling and Art Direction.

Contemporary in approach, the learning and teaching process
emphasises the development of future well-informed creative
practitioners.

The programme offers:
A rigorous curriculum that blends contemporary artistic
practices centered on the Asian fashion industry
A holistic experiential learning experience that is hands-on
for graduates to be industry-ready
A good network of alumni and key partnerships with the
industry

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Overall Aims of the
Diploma In Fashion
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The overall AIMS of this Diploma are expressed below in terms
of three core categories ABC:

A. Knowledge and understanding
B. Subject Specific Skills and attributes
C. Transferable and professional skills

These three categories are broken down into sub categories so
that you have a general overview of the aims of the whole
Diploma at a glance

A. Knowledge and Understanding
This Diploma aims to provide its successful graduates with the
following:

A1

an informed understanding of the processes and
technical expectations of the related creative industries

A2 a detailed understanding of the characteristics of
creative practice in the fashion industry; covering the
various roles involved, and an appropriate level of
knowledge and judgement in relation to the chosen field
of study

A3

a basic understanding of the relationship between
theory and practice in order to establish the relevance of
heritage, tradition and past socio/cultural conditions to
contemporary creative industry practice

A4 a clear understanding of how to appropriately apply
research to the execution and completion of briefed or
self selected projects.

A5

the ability to research and analyse relevant topics in
order to form discussions and arguments to arrive at an
informed standpoint that can be presented to others

B. Subject specific Skills and Attributes
This Diploma aims to ensure that its successful graduates
have:

B1 a comprehensive set of relevant skills and practices and
are able to formulate ideas and solutions in relation to
problems and project briefs

B2 a comprehensive understanding of how to develop
strong concepts and formulate ways of turning them into
industry-relevant projects

B3 some ability to explore, investigate and apply theoretical
knowledge and establish relevance to contemporary
technological possibilities

B4

the ability to be creative and competent when using
technology to communicate ideas and ways of
managing a project

B5 the ability to identify and engage in appropriate project-
specific research and reflection

C. Practical and Professional Skills
Successful Diploma graduates will have acquired the following
abilities:

C1 the ability to produce work which demonstrates an
understanding of creative practices that meet the needs
of related industries

C2 the ability to respond to and in some cases initiate
projects of an industry ready standard

C3 the ability to manage the implementation of projects

C4 the ability to articulate and present concepts and ideas in
written and oral form

C5 the ability to integrate theory and technology as part of
the creative process


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Diploma Level
Learning Outcomes
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LEVEL 1

On completion of this level, you should have acquired:

a basic knowledge of the elements and principles
associated with their area of study and the ability to
evaluate, interpret and apply these within a structured
framework;
a basic understanding of the purpose of journals, process,
research, reflection and critique in the development of
creative work;
a basic understanding of the nature of studio and
professional practice in their chosen area of specialist
study;
a basic understanding of the role played by historical,
cultural and contextual factors in the evolution of their area
of study,
the basic ability to discuss, present and write reflectively
on a given topic within a structured framework.

LEVEL 2

At the end of this level, you should be able to demonstrate:

introductory knowledge and informed understanding of
design principles and processes
an introductory ability to understand and use reflection and
critique in your learning and creative practice
an introductory ability to participate effectively in studio
projects and to relate these projects to the fashion industry
practice
an introductory ability to apply and explore an appropriate
range of technical skills, concepts and contextualization
including application in a fashion industry focused project
an introductory knowledge of the main methods of enquiry
in your subject(s), and the ability to evaluate critically the
appropriateness of different approaches to solving
problems in the field of study

At this level, you will also be able to:

use a range of established techniques to initiate and
undertake analysis of information, and to propose
solutions to problems arising from that analysis
communicate information, argue and analyse in a variety
of forms to deploy key techniques of the discipline
effectively
demonstrate the emerging acquisition of those skills that
will enable them to assume a degree of responsibility
within organisations and appropriate fashion industry
settings

At this level, you will have begun to develop:

qualities and transferrable skills necessary for employment
requiring the exercise of some personal responsibility and
decision-making

LEVEL 3

On completion of this level you should be able to demonstrate:

a systematic and critical understanding of key aspects of
your field of study, including the acquisition of coherent
and detailed up to date knowledge of the fashion industry
an ability to use key techniques of analysis and enquiry
conceptual understanding that enables the development of
sustained arguments, and/or the ability to solve problems
related to the fashion discipline
the ability to manage your own learning, and to make use
of appropriate research both in textual and visual form
the ability to present at a professional level, demonstrating
well-developed ideas which align with the skills required by
the fashion industry
the ability to represent the fashion field and industry well,
using appropriate approaches and methods of
communication.

At this level, you will be able to:

apply the methods and techniques that they have learned
to review, consolidate, extend and apply your knowledge
and understanding, and to initiate and carry out projects
evaluate arguments, assumptions, abstract concepts and
data (that may be incomplete), to make judgements, and
to frame appropriate questions to achieve a solution or
identify a range of solutions to a problem
communicate information, ideas, problems, and solutions
to both specialist and non-specialist audiences
exhibit professional conduct when working with people of
different backgrounds and levels

At this level, you will have:

qualities and transferable skills necessary for employment
requiring: awareness of personal presentation, the
exercise of initiative and personal responsibility; decision-
making in complex and unpredictable contexts; and the
learning ability needed to undertake appropriate further
training of a professional or equivalent nature.

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Diploma Design,
Content and
Organization
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The Diploma is offered as a full time programme over three
years and is divided into three levels, which correspond to
each academic year of the programme. The academic year is
divided into two semesters of fifteen weeks with two additional
Assessment Weeks [Week 16 and 17].

There will be 120 credits for each year of study and successful
Diploma graduates must gain a total of 360 credits points to
earn the diploma. Students learn progressively, each year
building upon the knowledge and skills base of the previous
year. We call this incremental learning.

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Diploma Level 1
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Basic introductory principles and skills
Students in Level 1 share common modules across the
Diplomas These shared modules aim to provide students with
a comprehensive grounding in the basic creative processes,
technical and academic skills essential for students
progressing to Levels 2 and 3.They also allow for diagnostic
and formative teaching in order to confirm that the students
have made the appropriate choice of Diploma Programme.

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Diploma Level 2
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Skills development and reflection
Students in Level 2 will be taught technical and vocational skills
specific to their chosen area of study with a directed approach
which encourages reflection.

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Diploma Level 3
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Industry related learning
Students in Level 3 will undertake modules which may include
self-devised/directed studies or projects. There will be a
placement or live project learning component designed to
assist students in gaining an accurate understanding of the
creative industries associated with their chosen Diploma
Programme. If placement outside of the College is not feasible
alternative arrangements will be made to ensure students
receive parity of experience.

The placement-learning and /or live projects are designed to
allow students to apply their studio and academic
understandings and achievements to the diverse expectations
of a demanding industry. Students must be able to gauge
through reflection their skills and shortcomings in order to cope
with the pressures of the work environment, social adaptability
and project management.
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Community Engagement
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The Community Engagement component is a third year project
that requires students to interact at some level, with non-profit
organisations or community interest-led projects with the
principle agenda of giving back to the community. This may
include a variety of approaches, such as one-way
communication or information delivery, consultation,
involvement and collaboration in decision-making, and
empowered action in informal groups or formal partnerships. It
can be an independent module in a semester, or incorporated
as a project within a module.

This component is designed to assist students in the
development of those personal characteristics essential to the
world of work in their chosen creative industry. It is intended
that students will develop a greater sense of responsibility,
merging work and personal ethics. The component aims to
nurture qualities in students such as confidence, compassion
and self-reliance, in order to enable them be proactively
involved in community service and volunteerism.
Students need to be able to identify those problems and issues
of social concern that their chosen area of study can address
and/or change. Using the skill sets and research methods
learned, students are asked to be creative and effective in
proposing solutions to these problems and issues.

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Personal and Professional
Development (PPD)
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PPD is not an assessed component of the diploma but it is
central to student success and confidence in learning. PPD is
an aspect of the programme that students must participate in
over the three years, to ensure that they cultivate good practice
for a professional environment and / or employment. PPD is a
self-reflective, collaborative mentor-student dialogue that could
take the form of seminars, one-on-one discussion, field visits,
industry talks and small-scale workshops.
DIPLOMA IN FASHION / SECTION B

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Section B
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Teaching and
Learning Methods
and Assessment
Strategies
---------------------------------------------------------------
The College provides the academic framework for a range of
Diploma programmes in a range of specialisms the content of
which reflect current and emerging practices in the creative
industries. All the Diploma programmes share a common
understanding of Teaching and Learning Methods and
Strategies for Assessment.

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Teaching and
Learning
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The Diploma has a specific set of aims and learning outcomes
which structure an appropriate curriculum and a
comprehensive set of student learning experiences that
demonstrate progression, coherence and balance across the
three levels of learning.

The teaching and learning strategies acknowledge, respect
and encourage a wide variety of teaching and learning styles
and activities, offering a balance between the provision of
information (direct or resource-based) and opportunities for
active assimilation, application, questioning, debate and critical
reflection.

Progression through the diploma leads to an increasing
emphasis on student self-direction and independence in
relation to the learning and teaching strategies deployed. Part
of this process will involve the ongoing development of student
communication skills. Teaching and learning will be geared
towards some of the following learning processes which are
consistent with programmes of this type.

These include:

awareness raising and knowledge acquisition:
the process through which a student is introduced to and
engages with new areas of knowledge and experience,
and broadens and deepens existing knowledge;

critical understanding:
the process whereby a student engages in critical analysis
of texts, fields of knowledge, concepts, and cultural and
production practices, testing their analysis against
received understandings and practices;

practice experience:
the process through which a student acquires practical
experience, skills and the opportunity for creative
expression and/or thinking in a range of activities, from
empirical research to production work, and receives and
gives feedback on their performance;

critical reflection:
the process through which a student reflects on new
understandings, and on their own learning experiences
and performance, and acquires new awareness and
understandings.

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Delivery Modes
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The structure of the programme does not allow for choice
between modules. However, within individual modules there is
often considerable room for negotiation as to the nature, scope
and outcome of the work. Flexibility in the delivery methods
used and the outcomes required facilitates students!
understanding of the relationship between theoretical and
practical approaches.

Aligned with the specific aims, emphases and learning
outcomes of the Diploma programme, learning and teaching
methods will draw on an appropriate balance of delivery modes
and these are detailed as follows:

Practical Coursework:
Class-based exploration of the practical and theoretical
aspects of each module, including practical presentations at
specific points in the curriculum. Classes are normally
conducted in relatively small groups to enable a greater degree
of interactivity and empathy between tutor and student.

Group Critique:
Group sessions, which analyse student performance and
encourage the constructive use of peer assessment and self-
assessment to develop critical reflection and self-awareness.
Students will present and discuss practical demonstrations of
work-in-progress with tutors and peers.

Seminars/discussion groups:
Group sessions, which may be led by tutors or by students
presenting prepared papers or practical demonstrations.
Seminars which test background reading, research,
interpretation and practice are normally given in classes and
may often be led by the students using prepared material.
Students are encouraged to present their work appropriately
using a variety of methods including audio-visual
presentations. Student-led seminars are used to test students!
knowledge, practice and ability to deal with presentations.

Workshops:
Workshops are supervised activities for the practice and
acquisition of skills and techniques. They are designed to
progressively advance skills and workshop-based projects are
intended to integrate new skills with old, for the constant
reinforcement and re-evaluation of techniques and their
application. Workshops may also include site-based research
and evaluations.

Lectures:
This category Includes traditional lectures and practical
demonstrations, but may also lead to group discussion or
practical exploration of the lecture subject.

Tutorials:
Formal individual or group sessions designed to support every
aspect of the programme. Modules containing a tutorial
component operate with a specific brief to support the work in a
structured manner to aid learning. Students are encouraged to
learn through self-assessment, which is evaluated and steered
by the tutor. In the programme, the development tutorials
become more and more important as the students progress in
the curriculum.

Screenings:
Tutor-led sessions designed to support traditional lectures with
audio-visual material.

Field Trips:
Off-site visits to various elements of the industry provide the
necessary exposure for students beyond the classroom. Field
and study trips in Singapore and beyond may offer students
the opportunity to learn from different settings and cultures.

Industry based learning:
Students are required to take a module that may include
placement and/ or live industry-related projects.

PPD:
PPD [Personal and Professional Development] is not a
summatively assessed component of the Diploma however it is
central to student success and confidence in learning and is
developed on an incremental basis over the three years of
Diploma study. PPD aims to ensure that students cultivate
strong and reflective study skills thus enabling a professional
approach both to academic study and industry based learning.
PPD is a self reflective mentor-student dialogue that can take
many forms ranging from one to one discussions to group
debates, field visits, industry talks and small-scale workshops.

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Assessment
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Assessment is an integral part of the learning process, and will
be formative and diagnostic as well as summative and
evaluative, providing feedback to students wherever
appropriate. In this Diploma students will be participants in the
assessment process through strategies such as the group
critique, where students present and discuss their work with
peers and tutors.

Assessment strategies in the Diploma are aligned with the
specific aims, and learning outcomes as described in the
Handbook and are underpinned by the learning and teaching
strategies. They are appropriate and consistent with the
intended learning processes, the learning context, and the
learning needs and learning level of the students. This Diploma
seeks to ensure that, within the variety of approaches taken,
assessment is consistent both in the demands it makes on
students and in the standards of judgement it applies.

Consistent with the principles, aims and outcomes of the
Diploma assessment will focus on the following areas:

subject-specific and generic skills, including skills of
investigation and enquiry, oral and written communication
skills, the use of a range of technology systems for
accessing data resources, contacts and literature, and
appropriate creative production and practice skills.

breadth and depth of subject knowledge and awareness of
the history and context(s) of that knowledge

critical analysis, whether of texts, fields of knowledge,
concepts or cultural or production practices. This includes
the ability to contextualise this analysis and engage in
critical debate through discursive argument

critical reflection on issues of practice, on knowledge and
understandings, and on students' own and others'
performance against agreed criteria, including the capacity
to deploy and evaluate evidence and to express the
outcomes of such reflection clearly and fluently.

In the case of final outcomes assessment criteria will
reflect the specific brief and the relevant Level Learning
Outcomes of the Diploma and may also acknowledge
relevant professional standards when appropriate

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Assessment Strategy
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The Diploma programme!s assessment strategies have been
designed to ascertain whether the student has achieved the
relevant learning outcomes and reached the required standard
for the award of the Diploma.

Assessed projects and assignments are also conceived as
learning opportunities, which build upon each other as well as
providing the means of more formal assessment. With this in
mind, an assessment strategy has been devised in which:

Every assessment is designed to be of use to the students
and to relate closely to her/his academic development.

Every assessment is designed to provide information on
the ability and progress of the student in fulfilling the aims
of the programme.

A range of assessment modes, both formative and
summative, is used, assessing both the student!s reflective
and analytic, oral and written abilities as well as her/his
practical understanding, creative and collaborative skills
and ability to undertake appropriate research.

All modules are assessed. Every module is assessed by
more than one method.

Continuous Summative Assessment
This type of summative assessment is designed to assess
Level One students! developing abilities in terms of
engagement, participation, preparation and involvement in the
learning adventure.

Summative Assessment
A range of summative assessment procedures can be found in
this Diploma. They are designed to recognise and evaluate the
application of previously acquired practical knowledge, a well
developed knowledge base, the ability to be reflective and
critical and an appropriate balance between independent and
collaborative work. The recorded percentage mark for each
summative assessment contributes to the final grade for the
year.

Formative Assessment
Diagnostic and formative assessment provide opportunities for
students to improve their learning and gauge how they are
progressing without the burden of concern about a final
summative grade or mark. The emphasis in this kind of
assessment is on providing supportive feedback which enables
students to identify strengths, weaknesses and gaps in
knowledge. Feedback on student performance is supplied in a
number of ways. This may include self and peer assessment
opportunities, informal presentations, summaries of strengths
and weaknesses across written work to classes as a whole
and personalised written feedback on essays or journals.


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Modes of
Assessment
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1. Written Skills

Students are required to express and communicate in written
form, their findings and research.

This can be assessed through written assignments and
reflective self-study that include, but are not limited to:

Written Assignments and Essays
Students will be required to submit essays and other forms of
written assignments with a word count ranging from 500 to
1500 words. These written assignments will be given
progressively and incrementally from Levels 1 to 3.

Creative Process Journals
You will be required to keep a series CPJ!s for specific
modules. A CPJ serves to reflect your independent academic
explorations, development and analysis of research. Through
these journals, you will learn to reflect upon and articulate your
own knowledge and design process. You will be expected to
use a range of appropriate means of recording your project
process and execution. These may include written, visual and
audio media. You will explore self-assessment and peer
assessment methods of analyzing the work in order to
understand better their individual performance and
collaborative experience.

Reflective Journals
A student may be required to keep a series of reflective
journals (both on and off-line) for specific modules. Each
journal serves to reflect students! independent academic
explorations, experiences and discoveries. Through these
reflective journals, students will learn to reflect upon and
articulate their own knowledge and work process. Students will
be expected to use a range of appropriate means of recording
their project process and execution. These may include written,
visual and audio media. Students will explore self-assessment
and peer assessment methods of analyzing the work in order
to understand better their individual performance and
collaborative experience.

Self-assessment
Self-assessment is a written evaluation by the student of
his/her own performance, contribution and participation in a
project for a particular module. It is designed for students to
attempt to develop an acute awareness of their personal level
of engagement in a project and how that affects the outcome of
the final submission. The weighting of self-assessment is at the
discretion of the lecturer.

Peer assessment
Peer and self-assessment are essential aspects of student!s
awareness of their progress. Students will peer assess each
other in written form or through group critique. Peer
assessment is also used to allow students to gauge peers!
performance and reflect on their own. It allows for students to
come to terms with their strengths and weaknesses when
working in a group setting. The weighting of peer assessment
in the context of the overall project assessment is module
specific. Peer Assessment is conducted during class or as a
submission at an appropriate date specified by the lecturer.


19
2. Work Execution, Process and Development

It is important that the progress of a student during the period
of study is monitored and supervised incrementally. In order for
students to be able to initiate and complete projects with some
measure of professional standard and quality. Students will be
assessed in areas that include execution, work process and
project development.

These will take the form of the following:

Practical coursework
This is undertaken with supervision by tutors. It may take the
form of individual or collaborative work. In the case of
collaborative work, a student and/or the group!s criteria will be
articulated at the beginning of the semester. These may
include commitment to process, understanding of practice,
development of technical and conceptual skills and the ability
to reflect on student!s own practice. Students will be
encouraged to research and develop their practice
incorporating taught and self-explored theoretical material.

Research by Portfolio
A portfolio may contain written material (such as descriptions of
research or project objectives, constructive evaluations, copies
of seminar reports and examples of written material) together
with visual and aural material, design work, video and
photographic records. The portfolio should demonstrate a
student!s ability to appropriately research the chosen areas of
exploration. In addition portfolios may exhibit skill sets,
comprehension of relevant or specific subject matters and the
ability to meet some aspects of the industry-related
requirements in a chosen field.

Collaborative Projects (Group Work)
Students working on Collaborative Projects will share the same
assignment brief with considerations for varied roles and levels
of participation. A collaborative project may be done at a
Faculty level or with the involvement of other Faculties and
institutions as detailed by supervisor. Students are assessed in
two ways:

participation, contribution and the level of involvement in
the process and evolution of the given project
evaluation of the final outcome of the group project,
covering content, execution and adherence to assignment
brief

Students may be assessed on their participation in groups in
the following areas:

Understanding of concepts
Linking/development of concepts
Contribution to development of the project
Working with others in the group
Reference to literature/sources
Ability to critically reflect on contribution
Ability to evaluate own contribution and that of others

3. Personal and Professional Development

In the course of their study, students are expected to develop
professional skill sets and the confidence to communicate their
ideas effectively to peers and others. Students should
progressively develop the ability to prepare creative and
specific solutions to a range of project briefs. In order to assess
students! ability to be professional at different levels, they must
be able to show incremental levels of achievement and may be
assessed on any of the following:

Presentation Skills
Students will use a seminar framework, which may include
audio-visual support to communicate the stages of their
explorations and share their practical approaches to project
execution to their peers. Students will develop the ability and
confidence to present ideas and receive feedback from peers
and lecturers for further self-reflection.

Practical Presentation
Certain modules will require students to prepare presentations
to a peer audience in order to share the findings of specific
areas of research and/or to demonstrate how they approach
their work. Students will be encouraged to use a wide range of
presentation media and techniques in such presentations. A
practical presentation may also include formative or summative
assessments of students! progress at different stages of a
project during a semester. A presentation of practical work as a
folio or performance can be used as a method of assessing
student!s preparation and work process during the semester.
The percentage weighting given to the presentation is defined
according to the relevant module.

20
Plagiarism
Plagiarism is regarded as the intended or careless taking of
ideas and works, which are not the student!s own, without
clearly referencing the source material. Therefore, it is
imperative that students cite all materials accurately. For
academic writing, plagiarism is equivalent to the lifting of an
idea and text from a book, journal or Internet, neglecting
citations. In the case of creative works, students are
encouraged to detail their source of inspiration through their
Comparative Analysis. (For full details see Academic
Regulations in the Learning Portal http://learn.lasalle.edu.sg)

If in any doubt about plagiarism students MUST seek the
necessary guidance from lecturers.

Attendance
Being on time (punctual) and being at hand (presence) to
deliver creative work is part and parcel of being professional in
terms of industry work and expectations. Students at LASALLE
are trainee-professionals. Attendance in class is essential in
order for each lesson!s Learning Outcomes to be effectively
communicated to students.

Students are expected to attend 100% of classes and other
timetabled activities. (See Academic Regulations in the
Learning Portal)

In addition, the institution must report to Immigration &
Checkpoints Authority (ICA) those international students whose
attendance falls below 90% in any month or who have not
attended classes for a continuous 7 working days. (See ICA
website for more details http://www.ica.gov.sg/)

The detailed guidelines can be found in the institution!s
Academic Regulations and Attendance Policy and Operational
Guidelines in the Learning Portal.

Placement Learning
Placement Learning is an experience-based component
designed to enhance the student-industry relationship. This
component aims to further improve students! understanding of
the expectations and demands of their chosen creative
industry. In the context of this component students will be
exposed to the execution of practice linked or live project
briefs, engage in work activities involving industry
representatives and communicate professionally their ideas
and work process. Placement Learning then becomes an
embodiment of learning through life experience.

Through direct integration with the industry or industry-related
activities, students will be able to gauge their suitability,
strengths and weaknesses in order to draw from their live
experiences those skills which must be acquired or further
developed. Above and beyond technical skills, such learning is
intended to enhance students! aptitude, work ethics, personal
conduct, communication skills and professionalism within a
work related environment.

Placement and/or Live Project Learning is offered within and
outside the College and may include: industry placements,
projects, events, exhibitions, festivals, individual and company
productions and more according to the demands of the
relevant creative industry. Such learning can take place within
Singapore and beyond.

However placement learning does not include learning outside
the College such as part-time, term-time and vacation work
that is not approved and supervised by the College.
Placements must be part of students! required course of study
(e.g. as an assessed component within a module).

Placement learning aims to integrate and familiarise students
with the relevant work settings and has considerable
importance in the development of students! understanding of
their chosen field of study. Such learning can be an
experience-based and/or observational experience, an
apprenticeship or a designated role.

Work-based and placement learning is not restricted to
undertaking work experience or going on a placement. In
cases where the student is unable to secure a placement
outside the College, support will be provided by the College for
an alternative project/attachment on campus to fulfil the
learning outcomes of the module/ programme.

The degree of complexity and responsibility undertaken by
students during this type of learning will be monitored,
evaluated and supervised by mentors and/or supervisors.

21
---------------------------------------------------------------
Assessment Criteria
---------------------------------------------------------------
The aims of the programme and the intended learning
outcomes of the modules determine the definition of the
assessment criteria. Assessment criteria have been compiled
in relation to:

1. the students! ability to develop and test ideas in theory and
practice
2. different levels of attainment and their relation to the aims
of the modules
3. the measurement of the students! attainment of intellectual
and imaginative powers
4. the student!s deployment of appropriate methods for the
development of communication skills
5. the students attainment of professional and vocational
skills

Assessment Criteria Charts
The following charts establish Assessment Criteria as
evaluation guidelines for students and staff. A distinction has
been made between written work, practical projects and
research criteria in order to clarify the need for a different
approach to the examination of the intended learning out come.

Using these charts as a basis Staff will develop Level specific
Assessment Criteria appropriate to each Summative
Assessment and aligned to the Level Learning Outcomes.

22
------------------------------------------------------------------------------------------------------------------------------------
Summative Grading Descriptors and Criteria
------------------------------------------------------------------------------------------------------------------------------------

GENERIC GRADING CRITERIA CHART

Mark % Descriptor Generic grading Criteria Specific Grading Criteria
(Marking Criteria)
0 Non submission
or plagiarised
assessment
A categorical mark representing either the failure to
submit an assessment or a mark assigned for a
plagiarised assessment. Please refer to the Academic
Regulations for further details
For a more detailed overview of
assessed items, please refer to the
Marking Descriptors

1 9 Very bad fail A submission that does not even attempt to address the
specified learning outcomes

As above
10 24 Bad fail Represents a significant overall failure to achieve the
appropriate learning outcomes

25 39 Fail Represents an overall failure to achieve the appropriate
learning outcomes.

As above
40 49 Pass Represents the overall achievement of the appropriate
learning outcomes to a threshold level

As above
50 59 Good Represents the overall achievement of the appropriate
learning outcomes to a good level.

As above
60 69 Very good Represents the overall achievement of the appropriate
learning outcomes to a very good level.
As above
70 79 Excellent Represents the overall achievement of the appropriate
learning outcomes to an excellent level.
As above
80 89 Outstanding Represents the overall achievement of the appropriate
learning outcomes to an outstanding level.

As above
90 100 Exceptional Represents the overall achievement of the appropriate
learning outcomes to an exceptionally accomplished
level.

As above


23
LEVEL 1

Mark
Band
Descriptor Marking Criteria
Studio Practice / Workshop
Marking Criteria
Written Assignment
Marking Criteria
Presentation
0% No
submission
or plagiarism
Failure to submit assignment(s)/ folio(s).
Or plagiarised submission of
assignment(s), presentation, or folio(s).
Failure to submit an
assessed assignment.
an assessed assignment.
Failure to submit an
assessed presentation.
an assessed presentation.
1
9%
Very bad fail A submission that does not attempt to
address any learning outcomes
Did not attempt basic requirements of
component briefs and exercises
No evidence of technical skill learned
and applied
No evidence of reflection and
application of reference texts and
visuals
No evidence of experimentation with
media, materials and testing of ideas
Unprepared folio

No sense of addressing
the assignment briefs.
Scope and terms of
reference are not
defined.
No structure of
argument with no
research and reflection.
Very low proficiency
language is
fundamentally flawed
and cannot be
understood.
No clarity in the
communication of
information, ideas and
arguments.
Not proficient overall.
No time management
and professionalism.

10
24%
Bad fail A submission that does not fulfill a great
portion of the learning outcomes and is not
relevant to the requirements
Missing a large portion of
requirements from component briefs
and exercises
Very little progress in technical skill
acquired and very little application
Unable to make relevant reflection
and application of reference texts and
visuals
Shows no understanding of
experimentation with media, materials
and testing of ideas
Shows no consideration in
organization and making
presentations
Poor sense of
addressing the
assignment brief or, at
most, only sporadically.
Scope and terms of
reference are poorly
defined.
Weak structure of
argument with little, or
mostly irrelevant
Low proficiency
language is flawed and
difficult to read.
Little clarity in the
communication of
arguments.
Very low proficiency in
presentation skills.
Little time management
and professionalism.

25
39%
Fail A submission that fulfills only a few of the
required learning outcomes
Fulfills only a few requirements from
component briefs and exercises
Very weak progress in technical skill
acquired and with very poor
application
Very little understanding in making
reflection and application of reference
texts and visuals
Very weak experimentation with
Weak organization and presentation
Unsatisfactory sense of
addressing the
assignment brief and its
requirements.
Scope and terms of
reference are not well
defined.
Incoherent structure of
argument with some
Inconsistent sense of
style, language and
syntax.
Insufficient clarity in the
communication of
arguments.
Low proficiency in
Unsatisfactory time
management and
professionalism.

40
49%
Pass A submission that fulfills adequately the
learning outcomes although with some
level of inconsistency
Manages to fulfill sufficient
requirements from component briefs
and exercises
Sufficient grasp of technical skill but
incomplete application
Acceptable level of reflection and
direct application of reference texts
and visuals
Minimum level of experimentation with
Inconsistent standard of organization
Addresses at least half
of the assignment and
the work meets
satisfactory standards.
Limited scope and
terms of reference.
Sufficient structure of
argument with relevant
Consistent sense of
style, language and
syntax.
Satisfactory and clear
communication of
arguments.
Presentation of
satisfactory proficiency.
Satisfactory time
management and
professionalism.


24
and presentation
50
59%
Good A submission that fulfills the desired
learning outcomes with a level of
consistency
Fulfills the majority of requirements
from component briefs and exercises
Good grasp of technical skill with
ability in application
Good level of reflection and selective
in application of reference texts and
visuals
Good level of experimentation with
appropriate media, materials and
testing of ideas
Competent level of organisation and
presentation
Addresses most
aspects of the
assignment brief, but
unevenly.
Scope and terms of
reference are defined.
Evidence of a cohesive
structure and relevant,
though limited,
argument with
adequate research and
reflection.
Good sense of style,
language and syntax.
Good communication of
arguments.
Good proficiency in
Good time
management and
professionalism.

60
69%
Very good A submission that fulfills desired learning
outcomes with good level of achievement
Fulfills all requirements of component
briefs and exercises
Demonstrates very good level of
technical skill with effective
application
Shows very good level of reflection,
shows ability to analyse and be
selective in applications of reference
texts and visuals
Very good and effective level of
experimentation with appropriate
mediums, materials and testing of
ideas
Effective levels of organization and
presentation
Addressed all aspects
of the assignment brief.
Scope and terms of
reference are well
defined.
Clear structure and
argument with relevant
use of research and
reflection.
Consistently good
sense of style,
language and syntax.
Very good
communication of
arguments.
Very good, proficiency
in presentation skills.
Very good time
management and
professionalism.

70
79%
Excellent A submission that fulfills desired learning
outcomes with an excellent level of
achievement
Fulfills all requirements from
component briefs and exercises with
coherent understanding
Demonstrates excellent level of
technical skill with successful
application
Comprehensive level of reflections,
shows good ability in analysis and
successful applications of reference
texts and visuals
Excellent and effective level of
experimentation with selectivity in
choice of media, materials and
effective in testing of ideas
Clear and well accomplished levels of
organization and presentation
Covers all aspect of the
assignment brief
thoroughly.
Scope and terms of
reference are well
defined with argument
structure reveals ability
to weigh both sides of
the argument and is
clearly supported by
breadth of research
evidence and
competent use of
source material.
Exhibit excellent writing
style, language and
syntax.
Excellent
communication of
arguments.
Excellent, proficiency in
Excellent time
management and
professionalism.

80
89%
Outstanding A submission that fulfills desired learning
outcomes with an outstanding level of
achievement
coherent understanding and a sense
of confidence and independence,
even at times originality
Outstanding and confident level of
technical skill with successful and
assured application
Comprehensive level of reflection with
critical analysis and successful
Comprehensive
coverage of all aspects
of the assignment brief
with of originality.
Scope and terms of
reference are well
defined and argument
structure reveals ability
to weigh both sides of
the issue and is clearly
supported by breadth of
research evidence and
very good use of
Outstanding
communication of
arguments.
Outstanding,
proficiency in
Outstanding time
management and
professionalism.


25
visuals
Confident, fluent and effective level of
experimentation with well selected
choice of mediums, materials and
highly effective in testing of ideas
Outstanding well accomplished level
of organization and presentation
source material.
Exhibit outstanding
writing style, language
and syntax.
90
100%
Exceptional A submission that fulfills desired learning
outcomes with an exceptional level of
achievement
extensive grasp of all aspects and
extremely thorough with a absolute
sense of confidence and
independence and with originality
Exceptional, high level of technical
skill with successful and fully assured
application
Comprehensive level of reflection and
maturity of thinking coupled with
critical analysis and successful
visuals
Confident, fluent and creative level of
experimentation with well selected
choice of mediums, materials and
highly effective in testing of ideas with
resolution
Perfect accomplished level of
organization and presentation
Covers all aspects of
the assignment brief
extensively with
originality of thought,
communicating a
brilliant understanding
of the key concepts of
the subject and ability
to discuss these
concepts in a free-
ranging manner.
Exceptional
communication of
arguments.
Exceptional proficiency
in presentation skills.
Exceptional time
management and
professionalism.


26
LEVELS 2 & 3: Faculty of Design Marking Descriptors

Mark
Band
Practical Work Creative Process Journal Written Essay/Report Oral Presentations Achievement of
Learning Outcomes
0%
Non submission or plagiarised assessment NA NA NA NA
1-9% No grasp of the principles and practice of the
creative process to execute relevant ideas
No handling of materials and techniques
No level of studentship
No communication of information, arguments and
analysis
No understanding of theory and practical contexts
No reflective skills
No communication of information,
ideas and arguments
No use of language
No approach and method
No communication of information,
ideas and arguments
No proficient presentation
No time management
None of the learning
outcomes achieved
10-24% Little grasp of the principles and practice of the
creative process to execute relevant ideas
Little handling of materials and techniques
Little studentship
Little communication of information, arguments
and analysis
Little understanding of theory and practical
contexts
Little reflective skills
Little communication of information,
ideas and arguments
Little use of language
Little approach and method
Little communication of information,
ideas and arguments
Little proficient presentation
Little time management
Few of the learning
outcomes achieved
25-39% Unsatisfactory grasp of the principles and
practice of the creative process to execute
relevant ideas
Unsatisfactory handling of materials and
techniques
Unsatisfactory level of studentship
Unsatisfactory communication of information,
arguments and analysis
Unsatisfactory understanding of theory and
practical contexts
Unsatisfactory reflective skills
Unsatisfactory communication of
information, ideas and arguments
Unsatisfactory and inaccurate use of
language
Unsatisfactory approach and method
Unsatisfactory communication of
Unsatisfactory proficient presentation
Unsatisfactory time management
Some learning outcomes
not achieved
40-49% Satisfactory grasp of the principles and practice
of the creative process to execute relevant
ideas
Satisfactory handling of materials and
techniques
Satisfactory level of studentship
Satisfactory communication of information,
arguments and analysis at a proficient level
Satisfactory understanding of theory and practical
contexts
Satisfactory reflective skills
Satisfactory communication of
Satisfactory but sometimes
inaccurate use of language
Satisfactory approach and method
Satisfactory communication of
Satisfactory proficient presentation
Satisfactory time management
Learning outcomes
achieved to a limited but
adequate level
50-59% Good grasp of the principles and practice of the
creative process to execute well-informed ideas
Generally good handling of materials and
techniques
Good level of studentship
Good communication of information, arguments
and analysis at a proficient level
Good understanding of theory and practical
contexts
Good reflective skills
Good communication of information,
ideas and arguments
Generally good and mainly accurate
use of language
Good approach and method.
Good communication of information,
ideas and arguments
Good proficient presentation
Good time management
Generally sound
achievement of learning
outcomes
60-69% Very good grasp of the principles and practice
of the creative process to execute well-informed
ideas
Consistently good handling of materials and
techniques
Very good level of studentship
Very good communication of information,
arguments and analysis
Very good understanding of theory and practical
contexts
Very good reflective skills
Very good communication of
Consistently good and essentially
accurate use of language
Very good approach and method
Very good communication of
Very good proficient presentation
Very good time management
Consistently good
achievement of the
learning outcomes
70-79% Excellent grasp of the principles and practice of
the creative process to execute well-informed
ideas
Confident handling of materials and techniques
Excellent level of studentship
Excellent communication of information,
Excellent understanding of theory and practical
contexts
Excellent reflective skills
Excellent communication of
Confident and substantially accurate
use of language
Excellent approach and method
Excellent communication of
Excellent proficient presentation
Excellent time management
Achievement extending
beyond the learning
outcomes
80-89% Outstanding grasp of the principles and practice
ideas
Fluent and fully assured handling of materials
and techniques
Outstanding level of studentship
Outstanding communication of information,
Outstanding understanding of theory and practical
contexts
Fully developed reflective skills
Outstanding communication of
Fluent and fully assured use of
language
Outstanding approach and method
Outstanding communication of
Outstanding proficient presentation
Outstanding time management
Substantial achievement
extending well beyond the
learning outcomes
90-
100%
Exceptional grasp of the principles and practice
ideas
Confident handling of materials and techniques
Exceptional level of studentship
Exceptional communication of information,
Exceptional understanding of theory and practical
contexts
Exceptional reflective skills
Exceptional communication of
Confident and substantially accurate
use of language
Exceptional approach and method
Exceptional communication of
Exceptional proficient presentation
Exceptional time management
Exceptional achievement
extending beyond the
learning outcomes
DIPLOMA IN FASHION / SECTION C

27
---------------------------------------------------------------
Section C
---------------------------------------------------------------
Module Descriptors
---------------------------------------------------------------

28
Summary

Year Semester Module Code Modules Credits
1

1 D-SH101 Introduction to Studio Practice 20
1 D-SH102 Introduction to Contemporary and Contextual Studies 20
1 and 2 D-SH103 Technical Skills Workshops for Studio Practice 20
2 D-SH104 Exploration of Studio Practice 20
2 D-SH105 Specialist Studio Practice 20
2 D-SH106 Key Skills in Contemporary and Contextual Studies 20
2

1 D-FH201 Contextual Studies - Modern Fashion History 10
1 D-FH202 Fashion Studio 1 15
1 D-FH203 Technical Studies 1 35
2 D-FH204 Contextual Studies - Introduction to Fashion System and Terminology 10
2 D-FH205 Fashion Studio 2 15
2 D-FH206 Technical Studies 2 35
3 1 D-FH301 Industry Placement - Professional Practice 10
1 D-FH302 Self-directed Study - Fashion Studio I 50
2 D-FH303 Career Management - Fashion 10
2 D-FH304 Self-directed Study - Fashion Studio II 50

29
---------------------------------------------------------------
Level 1
---------------------------------------------------------------
Introduction to Studio
Practice
---------------------------------------------------------------

Module
Code
Credits Sem Weeks Status
D-SH101 20 1 1 - 15 Compulsory

This module aims to develop in students a basic understanding
of Studio Practice in the context of Tertiary Art and Design
education. The module introduces students to Drawing
Fundamentals, Basic 3D Studio Practice, Basic 2D Studio
Practice. The contents include conceptual thinking and idea
development, research for practice, the function, interpretation
and execution of the Studio Practice Brief, the role and function
of sketchbooks and the development of reflective journals, the
purpose of critique and the value of group and collaborative
work. There are four components within the module all of which
are designed to complement and supplement each other in
achieving the overall aims and learning outcomes of the
Module.

The Components are:

A 2D Studio Practice
B 3D Studio Practice
C Drawing Fundamentals
D Grey Matters
(Development of conceptual thinking skills)

Indicative Workload (in hours):

Lectures/ Seminars 120
Tutorials 24
Private Study 56
Total 200

Aims
To introduce students to Drawing Fundamentals and basic
2D and 3D studio practice
To introduce students to the basic elements and principles
of art and design
To introduce students to basic reflective and critical studio
practice

Learning Outcomes
On successful completion, students will be able to
demonstrate:

Knowledge and Understanding
A basic understanding of the elements and principles of art
and design
Subject Specific Skills and Attributes
A basic ability to use 2D, 3D and drawing skills
Transferable Skills
o The basic ability to use a reflective process when
responding to project briefs
o A basic understanding of studentship
o A basic ability to use thinking skill as part of studio
practice

Teaching Methods
Lectures, tutorials, practical class-work, discussions and
demonstrations

Assessment

D-SH101-1 Studio Practice
(Skills Development)
20%
(Final Submission)
60%
D-SH101-3 Grey Matters 20%

Required Reading
Dodson Bert, Drawing by Seeing Northlight Books, Cincinnati
1995.

Recommended Reading
Dodson Bert, Keys to Drawing with Imagination, Northlight
Books, Cincinnati, Ohio 2006.


30
---------------------------------------------------------------
Level 1
---------------------------------------------------------------
Introduction to
Contemporary and
Contextual Studies
---------------------------------------------------------------

Module
Code

The purpose of this Module is to introduce students to the
fundamental processes of Contemporary and Contextual
Studies. Students will learn how to develop a range of written
work including note taking and reflective and creative writing.
Discussion and presentation will also be introduced and
students will be required to attend lectures, workshops and
screenings. Students will also learn how to look at art, design
and media through an understanding of history and theory.


Tutorials 24
Private Study 128
Total 200

Aims
To introduce visual / cultural literacy and to cultivate the
inquisitive, questioning approach to learning.
To develop the ability to process and reflect on information
(research, project brief, assessment criteria) in order to
communicate it.

Learning Outcomes
demonstrate:

o A basic knowledge of art design and media history
and theory
o A basic ability to discuss, to present and to write
creative essays.
Transferable Skills
o The basic ability to document and record information
gained from lectures, tutorials, workshops and
screenings
o A basic ability to research, respond to texts and
develop essays.

Teaching Methods
Lectures, tutorials, skills development workshops and
screenings

Assessment

D-SH102-1 Thinking and Academic Skills 40%
D-SH102-2 Presentation 20%
D-SH102-3 Essay 1 40%

Required Reading
Berger, J. (1995). Ways of seeing. London: Penguin, 1977.

Recommended Reading
Selected writings to be retrieved from the Learning Portal

31

---------------------------------------------------------------
Level 1
---------------------------------------------------------------
Technical Skills
Workshops for Studio
Practice
---------------------------------------------------------------

Module
Code
D-SH103 20 1 & 2 S1: 1 - 15 &
S2: 1 - 7
Compulsory

The central aim of this module is to equip students with the
essential technical skills required for the successful execution
and interpretation of Studio Practice Briefs. There are six
discrete components within the module all of which have been
carefully selected to provide an appropriate range of skills for
emergent contemporary artists and designers. There is a range
of over-arching outcomes for the Workshops detailed below
which are designed to ensure that Workshops encourage skills
of research and application as well as the acquisition of
techniques and procedures.

The FIVE Workshops are:
Photography
Moving Images and Sound
Illustrator
Photoshop
Clay Modeling


Workshops 90
Tutorials 18
Private Study 92
Total 200

Aims
To equip students with a range of basic technical skills
including digital, analogue and hand skills

Learning Outcomes
demonstrate:

o A basic understanding of the technical skills required
for the execution of studio projects
o A basic ability to apply technical and workshop skills
to a specialist studio project
Transferable Skills
o The basic ability to use and apply research in
conjunction with technical and workshop skills
o An understanding of the basic principles of
studentship and independent learning in relation to
the acquisition of technical skills

Teaching Methods
Lectures, tutorials, practical class-work, discussions,
demonstrations and critiques

Assessment

D-SH103-1 Photography 20%
D-SH103-2 Moving Images and Sound 20%
D-SH103-3 Illustrator 20%
D-SH103-4 Photoshop 20%
D-SH103-5 Clay Modeling 20%

Required Reading
Mary Warner Marien - Photography A Cultural History, 2nd
Edition (New Jersey, Upper Saddle Rive, 2006)
Michael Rush - Video Art, 2007 (New York, Thames & Hudson,
2007)
Susan Sontag - On Photography, 1977. (Newest edition - New
York: Anchor Books, 1990)

Recommended Reading
*Additional* Charlotte Cotton, The Photograph as
Contemporary Art New York, Thames & Hudson, 2009.


32
---------------------------------------------------------------
Level 1
---------------------------------------------------------------
Exploration of Studio
Practice
---------------------------------------------------------------

Module
Code

This module aims to develop in students the basic ability to
explore and apply those skills and understandings which have
been introduced in Semester 1.The module continues to
include Drawing Fundamentals, 2D Studio Practice, 3D Studio
Practice, Grey Matters, and PPD. The components are
designed to complement and supplement each other in order
to develop in students a clear and thorough understanding of
the requirements of Studio Practice. By the end of the module
students should be sufficiently independent in their studio skills
to be able to tackle the Specialism Module which will be
delivered in Term 4 of Semester 2.


Tutorials 24
Private Study 56
Total 200

Aims
To nurture students! ability to apply Drawing
Fundamentals and basic 2D and 3D skills to their studio
practice
To develop students! basic ability to explore and apply the
elements and principles of art and design
To encourage students to apply basic reflective and critical
thinking skills

Learning Outcomes
demonstrate:

o A basic understanding of the application of elements
and principles of art and design
o A basic ability to apply 2D, 3D and drawing skills
Transferable Skills
o The basic ability to apply a reflective process when
responding to project briefs
o An emerging understanding of studentship
o An emerging ability to use thinking skill as part of
studio practice

Teaching Methods

Assessment

(Skills Application)
70%
D-SH104-2 Grey Matters 30%

Required Reading
Dodson Bert, Drawing by Seeing Northlight Books, Cincinnati,
1995

Recommended Reading
Dodson, Bert, Keys to Drawing with Imagination, North Light,
Books, Cincinnati, Ohio 2006
Michael Rush New Media In Art, 2005 (New York, Thames &
Hudson, 2005)


33
---------------------------------------------------------------
Level 1
---------------------------------------------------------------
Specialist Studio
Practice
---------------------------------------------------------------

Module
Code

The aim of this module is to prepare students for the more
specialist demands of Level 2 of the Diploma and also to
ensure that all students are comfortable and confident with
their selection of Specialism. Thus the module has both a
diagnostic and a preparatory function. Briefs for each
Specialism are prepared collaboratively by staff of Level 1 and
staff from the Specialist Diploma Programmes. Each Brief is
designed to reflect some of the characteristics and
requirements of Level 2. At the same time the Briefs are
designed to encourage students to use and apply the range of
skills and processes acquired during Terms 1, 2 and 3 of Level
1. There are also six hours of specialist workshops tailored to
meet the requirements of the individual specialisms

Unlike the Studio Practice modules in Terms 1, 2 and 3 this
Module is weighted towards independent study and practice in
order to prepare students for the study patterns of Level 2.

The Specialist areas by Faculty are:

DESIGN:
Fashion
Design Communication
Product Design
Interior Design

FINE ARTS:
Incorporating Specialist Options for Photography, Painting,
Printmaking, Graphic Novel, Sculpture

MEDIA ARTS:
Animation
Broadcast Media


Workshops 24
Tutorials 30
Private Study 136
Total 200

Aims:
To develop students ability to explore and apply the
elements and principles of art and design to a studio
project briefed by the Specialist Team
To develop students! ability to apply basic reflective and
critical thinking skills to a specialist project

Learning Outcomes
demonstrate:

o A basic understanding of the way in which studio
project briefs are tackled in the relevant specialist
area
o A basic ability to apply 2D, 3D, Drawing and workshop
skills to a specialist studio project
Transferable Skills
o The ability to apply a reflective process when
responding to specialist project briefs
o An understanding of the basic principles of
studentship and independent learning

Teaching Methods

Assessment

D-SH105-1 Workshop 1 15%
D-SH105-2 Workshop 2 15%
D-SH105-3 Specialism Project 70%

Required Reading
Included in all specialist project briefs

Recommended Reading
Included in all specialist project briefs

34

---------------------------------------------------------------
Level 1
---------------------------------------------------------------
Key Skills in
Contemporary and
Contextual Studies
---------------------------------------------------------------

Module
Code

This Module is primarily concerned to encourage students to
explore their own discipline in the broader cultural and
contextual framework, which is influential to the fields of art,
design and media.

Students will be introduced to key terms, styles and periods in
20th and 21st Century Art, Design and Media History and
theory.

In Term 4 students chosen Specialist areas will become the
focus of study both in presentations and in lectures thus
seeking to complement the overall pattern of the Specialist
Studio Practice module.


Tutorials 24
Private Study 128
Total 200

Aims
To continue developing the ability to process and reflect
on information (research, project brief, assessment
criteria) in order to communicate it.
To enable students to articulate historical and theoretical
issues pertaining to contemporary art and design in the
area they intend to specialise.

Learning outcomes
demonstrate:

o A more elaborate understanding of the art, design and
media history and theory
o Ability to link the above understanding to their chosen
specialised area
o A basic ability to research and develop an academic
essay on a given topic.
Transferable Skills
o The basic ability to present and write in a reflective
and informed manner.
Teaching methods
Lectures, tutorials, skills development workshops and
screenings and peer and tutor critiques

Assessment

D-SH106-1 Thinking and Academic Skills 40%
D-SH106-2 Presentation 20%
D-SH106-3 Essay 2 40%

Required reading
A list of required reading can be downloaded from the Learning
Portal.

Recommended reading
Selected writings to be retrieved from the Learning Portal

35
---------------------------------------------------------------
Level 2
---------------------------------------------------------------
Contextual Studies
Modern Fashion
History
---------------------------------------------------------------

Module
Code
D-FH201 10 1 1 - 15 Compulsory

Prerequisites
Level 1 or equivalent

This module introduces you to fashion history from the
seventeenth century until the present. It introduces iconic
garments in fashion history within a chronological framework.
You will learn to identify fashion decades, silhouettes and
trends underpinned by basic historical, theoretical and cultural
perspectives.


Tutorials 18
Private Study 70
Total 100

Aims to:
Enable you to gain basic knowledge and understanding of
modern fashion history and the cultural practice of fashion
Introduce you to basic historical and theoretical research
methods

Learning outcomes
On successful completion, you will:
Demonstrate basic knowledge and understanding of
fashion from a range of historical and cultural perspectives
Demonstrate basic skills in finding, selecting and
interpreting information from a variety of sources
Demonstrate basic skills in communicating information
accurately and appropriately to your subject, purpose and
audience, in both written and verbal forms

Teaching methods
Lectures, tutorials
Assessment

Assessed Item Weighting Week
Oral Presentation 50% S1: 9
Written
Assignment 1800
words
50% S1: 13

Required Reading
Fukai, Akiko. (ed). Fashion: A History from 18th to the 20th
Century. Taschen: Cologne, 2002

Welters, Linda and Abby Lillethun (eds.). The Fashion Reader
(2nd Ed.). Berg: Oxford, 2011

Recommended Reading
English, Bonnie. A Cultural History of Fashion in the Twentieth
Century. Berg: Oxford, 2011

Polhemus, Ted. Streetstyle. PYMCA: London. 2010

Steele, Valerie. Fifty Years of Fashion: New Look to Now.
Schriberner/ Thomson: New York, 2000

Kennedy, Alice, Stoehrer, Emily Banis, and Calderin, Jay.
Fashion Design, Referenced: A Visual Guide to the History,
Language, and Practice of Fashion. Rockport Publishers, 2013

36
---------------------------------------------------------------
Level 2
---------------------------------------------------------------
Fashion Studio 1
---------------------------------------------------------------

Module
Code

Prerequisites

This module introduces you to a variety of drawing techniques
and design development processes required to generate a
portfolio of fashion ideas. Through a series of exercises you
will be encouraged to explore different media and experiment
with the design elements and principles.


Classroom Work 75
Workshops 30
Private Study 45
Total 150

Aims to:
Introduce you to media exploration through hand drawing
techniques
Introduce you to research methods and idea generation
Introduce you to design process, design development and
the principles and elements of design

Learning outcomes
Apply a range of techniques to create a portfolio of fashion
related drawings
Demonstrate knowledge and understanding of research
methods and idea generation
Demonstrate knowledge and understanding of the design
process, design development and the principles and
elements of design

Teaching methods
Workshops, practical class-work

Assessment

CPJ 20% S1: 15
Practical Portfolio 80% S1: 15

Required reading
Seivewright, Simon. Basics Fashion Design 01; Research and
Design (2
nd
ed.). AVA Publishing: London, 2012

Dieffenbacher, Fiona. Fashion Thinking: Creative Approaches
to the Design Process. AVA Publishing: London, 2013

The Age of Feminine Drawing. Ginko Press: Berkeley, 2007

Recommended reading
Borell, Laird. Fashion Illustration by Fashion Designers,
Thames and Hudson: London, 2009

Illustration Play, Viction Design Workshop: Ginko Press:
Berkeley, 2007

Wiedemann, Julius. Illustration Now! Taschen: Cologne, 2008

Takamura, Zeshu. Fashion Illustration Techniques: A Super
Reference Book for Beginners (Reprint Edition). Rockport
Publishers, 2012

Leach, Robert. The Fashion Resource Book Research
Design (1
st
Edition). Thames & Hudson: New York, 2012

37
---------------------------------------------------------------
Level 2
---------------------------------------------------------------
Technical Studies 1
---------------------------------------------------------------

Module
Code

Prerequisites

This module introduces you to technical knowledge and basic
skills required in the fashion industry. Through a variety of
practical workshops, you will understand and practice the
fundamental skills of photography, pattern drafting and clothing
production methods.


Classroom Work 180
Workshops 45
Private Study 125
Total 350

Aims to:
Introduce you to a range of fundamental fashion
techniques
Introduce you to the fashion product
Introduce you to the various disciplines within the fashion
industry

Learning outcomes
On successful completion, you will have the ability to:
Apply a range of technical skills to fashion projects
Demonstrate knowledge and understanding of a range of
fundamental technical skills required in the fashion
industry
Understand and apply time management across core
components

Teaching methods
Lectures, practical class-work

Assessment

Technical Files 100% S1: 15

Required reading
Amanden, Connie. Vogue Sewing Book, A Guide to Fashion
Sewing (4th Edition). Crawford: Australia, 2001

Dilon, Susan. The Fundamentals of Fashion Management.
AVA Academia: Lausanne 2012

Gross, L. Kopp, E. Rolfo, V. Zelin, B. Design Apparel Through
the Flat Pattern (6th Edition). Fairchild: New York, 1991

Hallett, Clive, and Amanda Johnston. Fabric for Fashion A
Comprehensive Guide to Natural Fibres. Laurence King
Publishing: London, 2010

Jackson, Tim and David Shaw. The Fashion Handbook.
Routledge: London, 2006

Prakel, David. The Fundamentals of Creative Photography.
AVA Publishing: Switzerland, 2010

Stephens Frings, Gini. Fashion: from Concept to Consumer.
9th edition Prentice Hall: USA, 2007

Recommended reading
Armstrong, Helen. Pattern Making for Fashion Design 4th
Edition, Prentice Hall: USA, 2006

Cooklin, Garry. Introduction to Clothing Manufacture, Blackwell:
Oxford, 2006

Drew, Helen. The Fundamentals of Photography, AVA
Academia: London, 2005


38
---------------------------------------------------------------
Level 2
---------------------------------------------------------------
Contextual Studies
Introduction
to Fashion System
and Terminology
---------------------------------------------------------------

Module
Code

Prerequisites

This module will enable you to acquire basic knowledge about
how the fashion system works. It will also establish the basic
components, cycles and principles of Fashion upon which the
study of fashion is based. You will also learn basic glossary of
terms to be used when discussing fashion.


Lecture 12
Tutorial 18
Private Study 70
Total 100

Aims to:
To gain basic knowledge of how the fashion system works
To develop your understanding and application of basic
terms used in the fashion practice

Learning outcomes
Demonstrate knowledge and understanding of key basic
principles, concepts and terms used in the field of fashion
Develop skills in finding, selecting and interpreting
information from a variety of sources
Develop skills in communicating information accurately
and appropriately to your subject, purpose and audience,
in both written and verbal forms

Teaching methods
Lectures, tutorials

Assessment

Oral Presentation 50% S2: 9
Written Assignment 1800 words 50% S2: 13

Required reading
Craik, Jennifer. Fashion: The Key Concepts. Berg: Oxford;
New York, 2009

Kawamura, Yuniya. Fashion-ology: An Introduction to Fashion
Studies, Berg: Oxford, 2005

Mendes, Valerie D. and De La Haye, Amy. Fashion Since
1900. Thames & Hudson: London; New York, 2010.

Recommended reading
Breward, Christopher. Fashion. Oxford University Press:
Oxford; New York, 2003.

Chamber, Ellie & Northledge, Andrew. The Arts Good Study
Guide (2
nd
ed.). Open University Worldwide: Milton Keynes,
2008.

Steele, Valerie. The Berg Companion to Fashion. Berg: Oxford;
New York, 2010.

Burtenshaw, Ken, Caroline Barfoot & Nik Mahon. The
Fundamentals of Creative Advertising (2nd Edition). Fairchild
Books: UK, 2011

39
---------------------------------------------------------------
Level 2
---------------------------------------------------------------
Fashion Studio 2
---------------------------------------------------------------

Module
Code

Prerequisites

In this module, you will be equipped with a sound
understanding of the creative process, from research methods
to final realisation of fashion ideas. Through a series of projects
you will document, describe and reflect upon your creative
process as a research tool to support your creative
development.


Classroom Work 75
Workshops 30
Private Study 45
Total 150

Aims to:
To understand the underlying principles involved in
developing fashion design concepts into three dimensional
form
To utilise different media and technology to reinforce
presentation standards and methods
To apply research methods, idea generation and design
development to a fashion brief

Learning outcomes:
Communicate fashion ideas using a range of drawing
media and techniques
Present work to a professional standard using professional
methods
Demonstrate knowledge and understanding of fashion
communication through reflection and self analysis

Teaching methods:

Assessment

CPJ 30% S2: 15
Practical Portfolio 70% S2: 15

Required reading
Riegelman, Nancy. 9 Heads. 9HM: USA, 2006.

Stipelman, Steven. Illustrating Fashion: Concept to creation
(3rd Edition). Fairchild Books: New York, 2005

Sorger, Richard and Udale, Jenny. The Fundamentals of
Fashion Design (2nd Edition). Fairchild Publications: New
York, 2006

Recommended reading
Ambrose, Gavin. Packaging the Brand: The Relationship
between Packaging Design & Brand Identity. Fairchild Books:
London, 2011

Blackman, Cally. 100 Years of Fashion Illustrations. Laurence
King: London, 2007

Borell, Laird. Fashion Illustration Next. Thames and Hudson:
London, 2004

Hagen, Kathryn. Fashion Illustration for Designers (2nd
Edition). Prentice Hall: New Jersey, 2004

Moore, Kathryn. Overlooking the Visual. Routledge; London,
2011

Wiedemann, Julius. Illustration Now! Taschen: Cologne, 2008

40
---------------------------------------------------------------
Level 2
---------------------------------------------------------------
Technical Studies 2
---------------------------------------------------------------

Module
Code

Prerequisites

In this module you will undertake specialist practical studies to
gain technical knowledge and skills required in the fashion
industry. Through a variety of major and minor core studies,
you will understand and practice a variety of skills within a
focused study area.


Classroom Work 180
Workshops 45
Private Study 125
Total 350

Aims to:
Develop and expand upon fundamental knowledge and
technical skills
Introduce you to a range of methods for documenting and
referencing work
Understand and apply technical skills within a focused
study-area of interest

Learning outcomes:
technical skills
materials
To be able to interpret and execute technical instruction
within industry specification
Understand and apply time management across core
components

Teaching methods:

Assessment

Practical Portfolios 70% S2: 15
Elective Portfolio / Technical File 30% S2: 6

Required reading
Armstrong, Helen. Pattern Making for Fashion Design 4th
Edition, Prentice Hall: USA, 2006

Barry, Pete. The Advertising Concept Book. Thames and
Hudson: London, 2009

Burns, Leslie-Davis & Bryant, Nancy. The Business of Fashion:
Designing, Manufacturing and Marketing. Fairchild
Publications: USA, 2008

Leonard, Neil & Gavin Ambrose. Basic Graphic Design 03:
Idea Generation. Fairchild Books: USA, 2013

Wadell, Gavin. How Fashion Works: Couture, Ready-to-Wear
and Mass Production. Wiley Blackwell: Oxford, 2004

Wolff, Collette. The Art of Manipulating Fabric. KP Books: USA,
1998

Recommended reading
Agins, Teri. The End of Fashion: How Marketing Changed the
Clothing Business Forever. Harper Paperbacks: London, 2000

Ambrose, Gavin & Paul Harris. The Fundamentals of
Typography (2nd Edition). Fairchild Books: UK, 2011

Ambrose, Gavin, Paul Harris & Mark Wigan. The Visual
Dictionary Design Box set. Fairchild Books AVA: UK, 2012.

Bethan Morris. Fashion Illustrator: Portfolio Series. Laurence
King: London, 2006

Cadigan, Erin. Sourcing and Selecting Textiles for Fashion.
Bloomsbury Academic: New York, 2013


41
Cohen Allen C. Johnson Ingrid, Pizzuto Joseph J. JJ Pizzuto's
Fabric Science 10th Edition. Fairchild Books: UK, 2012

Crow, David. Visible signs: An Introduction in Semiotics in the
Visual Arts (2nd Edition). Fairchild Books AVA: UK, 2010

Eiseman, Leatrice. Pantone Guide to Communicating With
Colour. How Publishers: UK, 2000

Fish, June. Printing and Designing Textiles. The Crowood
Press: UK, 2005

Hancock, Joseph. Brand/Story: Ralph, Vera, Johnny, Billy, and
Other Adventures in Fashion Branding. Fairchild Publications:
New York, 2009

McKay, Jenny. The Magazines Handbook (Media Practice).
Routeledge: UK, 2004

Style.com (ed). Stylist: The Interpreters of Fashion. Rizzoli:
New York, 2007

42
---------------------------------------------------------------
Level 3
---------------------------------------------------------------
Industry Placement
Professional Practice
---------------------------------------------------------------

Module
Code

Prerequisites

In this module you will experience how an area of the fashion
industry operates by undertaking an industry-based project.
You will expand your knowledge of the roles and
responsibilities of the people and the brands within the fashion
industry and how they differentiate themselves within the
sector. These invaluable opportunities for the practical
application, in many ways, cannot be provided within the
environment of the college classroom.


Classroom Work 45
Workshops 12
Lectures 3
Private Study 40
Total 100

Aims to:
Develop knowledge and understanding of the realities of
the fashion industry
Develop team work, communication and problem solving
skills
Expose you to professional practice and industry
expectation

Learning outcomes:
Demonstrate knowledge and understanding of how the
fashion industry works
Communicate with fashion industry professionals
Understand professional roles and responsibilities from a
professional perspective and context

Teaching methods:
Lectures, workshops

Assessment

Industry project / Live project 100% S1: 7 &
S1: 15

Required reading
Brown, Carol. Fashion and Textiles: The Essential Careers
Guide. Laurence King Publishing: London, 2010

Chapman, Noel. Careers in Fashion, 5th Edition. Kogan Page:
London, 1999

Granger, Michele M. Fashion: The Industry and its Careers, 1st
edition. Fairchild Publications: USA, 2007

43
---------------------------------------------------------------
Level 3
---------------------------------------------------------------
Self-directed Study
Fashion Studio I
---------------------------------------------------------------

Module
Code

Prerequisites

This module expands and refines your knowledge,
understanding and practical application of techniques required
to realise your creative concept for an appropriate consumer
market. You will be introduced to the basic history of visual
culture in order to complement studio practice. Students will
engage in detailed research and analytical thinking to inform
the decision-making process on evaluating your own work with
design in context of current industry trends and popular culture.
You are expected to formulate your understanding through
verbal and written form.


Writing 45
Workshops 180
Lectures 25
Private Study 250
Total 500

Aims to:
Introduce you to a range of technical methods to realise
fashion ideas
Introduce you to the relationship between creative ideas
and technical realisation
Introduce you to basic history of visual culture and design
in context with contemporary and cultural trends

Learning outcomes:
Demonstrate knowledge and understanding of the
relationship between creative ideas and technical
realisation
Apply a range of technical methods to realise fashion
ideas
Demonstrate knowledge and understanding of basic
history of visual culture and design within a context
Demonstrate skills in communicating information
Understand and apply time management

Teaching methods:
Lectures, Workshops, tutorials, practical class-work

Assessment

CPJ 20% S1: 15
Written Assignment (2500 words) 20% S1: 15

Required reading
Aldrich, Winifred. Metric Pattern Cutting (4th Edition). John
Wiley & Sons: USA, 2004

Berger, John. Ways of Seeing (reissued ed.). Penguin: London,
2008.

Buckley, Clare & Jacqueline McAssey. Basics Fashion Design
08: Styling. Fairchild Books: UK, 2011

Burns, Leslie-Davis & Bryant, Nancy. The Business of Fashion:
Designing, Manufacturing and Marketing. Fairchild
Publications: USA, 2008

Joseph-Armstrong, Draping for Apparel Design (2nd Edition).
Fairchild Publications: USA, 2008.

Miller-Spillman, Kimberly A.; Reilly, Andrew Hinchcliffe; Hunt-
Hurts, Patricia & Damhorst, Mary Lynn (eds.). The Meanings of
Dress (3rd ed.). Fairchilds Books Inc.: New York, 2012.

Sheridan, Jayne. Fashion Media, Promotion: The New Black
Magic. Wiley Blackwell: Oxford, 2010

Udale, Jenny. Basics Fashion Design 02: Textiles and Fashion.
Ava Publishing: Switzerland, 2008

Williamson, Judith. Decoding Advertisements: Ideology and
Meaning in Advertising (reissued ed.). Marion Boyars: London,
2010.

Recommended reading
Barett, Joanne. Designing your Fashion Portfolio - From
Concept to Presentation. Fairchild Books: London, 2012.

Barnard, M. Fashion as Communication. London: Routledge,
2002.

Cole, Julie Cristine. Professional Sewing Techniques for
Designers. Fairchild Publications: USA, 2008

Diamond, J. & Litt, S. Retailing in the Twenty-First Century
(2nd Edition). Fairchild Publications: USA, 2009

Edward, Russell. The Fundamentals of Marketing. Fairchild
Books: UK, 2008

Gonzales, Ana & Laura Bovone. Identities through Fashion A
Multidisciplinary Approach. Bloomsbury Academic: UK, 2012

Jimenez, Guillermo and Barbara Kolsun. Fashion Law - A
Guide for Designers Fashion Executives and Attorneys (2nd
Edition). Fairchild Books: London, 2014

Jobling, Paul. Fashion Spreads: Word and Image in Fashion
Photography Since 1980. Berg: Oxford, 1999

San Martin, Macarena. Patterns in Fashion. Evergreen: Spain,
2009

44

Tomoko NAKAMICHI. Pattern Magic. Bunkashuppankyoku:
Japan, 2005

Wells, Liz. Photography: A Critical Introduction (2nd Edition).
Routledge: London, 2000

Wilson, Elizabeth. Adorned in Dreams (revised ed.). Rutgers
University Press: New Brunswick, N. J., 2003


45
---------------------------------------------------------------
Level 3
---------------------------------------------------------------
Career Management
- Fashion
---------------------------------------------------------------

Module
Code

Prerequisites

This module will help you with the your transferable skills such
as CV writing, interview and presentation skills, which are
important aspects of your employability. You will also learn to
manage your career trajectory and audit your skills to keep
yourself relevant in the industry.


Workshops 30
Lectures 8
Private Study 62
Total 100

Aims to:
Introduce you to CV writing
Prepare you for the interview process
Introduce you to organize a professional fashion portfolio

Learning outcomes
Demonstrate an ability to write a professional CV
Understand the importance of digital media in your
prospective career management
Apply techniques and skills to organise a professional
portfolio

Teaching methods
Lectures, workshops

Assessment

CV 20% S1: 15
Digital Portfolio (live webpage of no
more than 10 pages)
80% S1: 15

Required reading
D. Rosenburg, Arthur. The Resume Handbook: How to Write
Outstanding Resumes and Cover Letters for Every Situation.
Adams Media: New York, 2007.

Hartsog, Debbie. Creative Careers in Fashion. Allworth Press:
New York, 2006.

McKinney, Anne. Real-Resumes for Retailing, Modeling,
Fashion and Beauty Industry Jobs. Prep Publishing: US, 2002.

Recommended Reading
Brown, Carol. Fashion & Textiles: The Essential Careers Guide
(1st Edition). Laurence King: London, 2010

Brynteson, Richard. Innovation at Work: 55 Activities to Spark
Your Team!s Creativity. HRD Press: United States of America,
2013

Burke, Sandra. Fashion Entrepreneur: Starting your own
Fashion Business. Burke Publishing: UK, 2008.

Burns, Shannon. Style Wise: A Practical Guide to Becoming a
Fashion Stylist. Fairchild Books: New York, 2013

Granger, Michele M. Fashion: the Industry and its Careers (2nd
Edition). Fairchild Books: New York 2007

Recommended online resources
Behance
Taxi
Wordpress
Carbonmade
Coroflot
Blogger
Tumblr
Wix
Shopify
Cargo Collective

46
--------------------------------------------------------------------
Level 3
--------------------------------------------------------------------
Self-directed Study
Fashion Studio II
---------------------------------------------------------------------

Module
Code

Prerequisites

This module expands and refines your knowledge,
understanding and practical application of the techniques and
skills you have learnt. Students will work progressively towards
the realization of a final diploma project. You will explore the
variety techniques and strategies that they intend to employ
using research, idea generation, analysis and refinement
through the creative process. Furthering knowledge in visual
studies, in particular to how meaning is created in dress will
also enable the student to develop an individual design identity.
You are expected to articulate your understanding of contextual
studies complement your practice through verbal and written
form.


Writing 45
Workshops 180
Lectures 25
Private Study 250
Total 500

Aims to:
Expand and refine your knowledge, understanding and of
a range of technical methods
Expand, refine and apply technical skills to a creative
practical project
Realise and develop an individual design identity
Articulate the your understanding of visual studies and
meaning of dress through verbal and written form.

Learning outcomes:
Demonstrate expansion and refinement of a range of
technical methods
Demonstrate expansion, refinement and application of a
range of technical methods to a creative project
Develop an individual design identity within a
contemporary design context
Demonstrate effective skills in communicating information
Understand and apply time management

Teaching methods:
Lectures, Workshops, tutorials, practical class-work

Assessment

CPJ 20% S2: 15
Written Assignment (2500 words) 20% S2: 9

Required reading
Barnes, Ruth & Eicher, Joanne Bubolz. Dress and Gender:
Making and Meaning in Cultural Contexts. Berg: New York,
1993

Entwistle, Joanne. The Fashioned Body: Fashion, Dress and
Modern Society. Polity Press: Cambridge; Blackwell: Malden,
MA, 2000

Fischer, Annette. Construction. AVA Publishing: Switzerland,
2009

Liechty, Elizabet, Judith Rasband and Della Pottberg-
Steineckert. Fitting and Pattern Alteration: A Multi-Methods
Approach to the Art of Style Selection, Fitting and Alteration
(2nd Edition). Fairchild Books: London 2010

Maynard, Margaret. Dress and Globalisation. Manchester
University Press: Manchester, 2004

Moore, Gwyneth. Fashion Promotion: Building a Brand
Through Marketing and Communication. Fairchild Books:
London 2012

Renfrew, Elinor. Basic Fashion Design 04, Developing a
Collection. AVA Publishing: UK, 2009

Udale, Jenny. Basics Fashion Design 02: Textiles and Fashion.
Ava Publishing: Switzerland, 2008

Recommended reading
Barnard, Malcolm (ed.). Fashion Theory: A Reader. Routledge:
New York, 2007

Bubonia-Clarks, J & Borcherding, P. Developing and Branding
the Fashion Merchandising Portfolio. Fairchild Publications:
USA, 2007

Davis, Melissa. The Fundamentals of Branding. Fairchild
Books: London, 2009

Denslow, Lanie. World Wise: What to Know Before You Go.
Fairchild Publications: USA, 2007

Dieffenbacher, Fiona. Creative Approaches to the Design
Process. Fairchild Books: London, 2013

Fogg, Marnie. Print in Fashion. Batsford: London, 2006.

Gwilt, Alison. A Practical Guide to Sustainable Fashion.
Fairchild Books: New York, 2014

Mirzoeff, N., The Visual Culture Reader, New York: Routledge,
2003

Rampley, M., Exploring Visual Culture: Definitions, Concepts,
Contexts, Edinburgh: Edinburgh University Press, 2005


47
Renfrew, Elinor & Colin. Basics Fashion Design: Developing a
Collection. AVA Academia: Switzerland, 2009

Reilly, Andrew. Key Concepts for the Fashion Industry.
Bloomsbury Academic: USA, New York, 2014

Riello, Giorgio & McNeil, Peter (eds.). The Fashion History
Reader: Global Perspectives. Routledge: Milton Park,
Abingdon, Oxon; New York, 2010

Roberts, Lucienne. Good: An Introduction to Ethics in Graphic
Design. Fairchild Books; Ava Publishing: London 2006

Taylor, Lou. The Study of Dress History. Manchester University
Press: Manchester, UK; New York, 2002

Tellier-Loumagne, Franoise. The Art of Embroidery:
Inspirational Stitches, Textures and Surfaces. Thames &
Hudson: London, 2006

Tschichold, Jan. The New Typography, University of California
Press: USA, 1998

Stevenson, Frances and Steed, Josephine. Basics Textile
Design 01: Sourcing Ideas: Researching Colour, Surface,
Structure, Texture and Pattern. AVA Publishing: Switzerland,
2012

Granger, Michele M. and Sterling, Tina. Fashion
Entrepreneurship: Retail Business Planning (2nd Edition).
Fairchild Publications: United States of America, 2012

Beier, Sofie. Reading Letters: Designing for Legibility. BIS
Publishers: The Netherlands, 2011

Grose, Virginia. Basics Fashion Management 01: Concept to
Customer. AVA Publishing: Switzerland, 2013

48
Summary of Learning Hours and Credits

The following tables set out the breakdown of hours and credits for each module. The precise disposition of hours between sub-
headings may change according to the needs of individual students and particular years/groups of students. However, the total
allowance and credit remain constant (1 credit to 10 hours of notional learning).

Level 1

Module Code/ Title Learning Hours Credit
s

Lecture
Seminars
Classes
Screenings
Workshops Tutorials Writing Private
Study
Total
D-SH101/ Introduction
to Studio Practice
120 24 56 200 20
D-SH102/ Introduction
to Contemporary and
Contextual Studies
48 24 128 200 20
D-SH103/ Technical
Skills Workshops for
Studio Practice
75 15 110 200 20
D-SH104/ Exploration
of Studio Practice
120 24 56 200 20
D-SH105/ Specialist
Studio Practice
10 24 30 136 200 20
D-SH106/
Key Skills in
Contemporary and
Contextual Studies
48 24 128 200 20

Level 2

Module
Code / Title
Learning Hours
Credits
Lecture
Seminars
Classroom
Work
Workshops Tutorials Writing
Private
Study
Total
D-FH201/ Contextual
Studies Modern
Fashion History
12 18 70 100 10
DFH202/ Fashion
Studio 1
75 30 45 150 15
D-FH203/ Technical
Studies 1
180 45 125 350 35
D-FH204/ Contextual
Studies Introduction
to Fashion System
and Terminology
12 18 70 100 10
D-FH205/ Fashion
Studio 2
75 30 45 150 15
D-FH206/
Technical Studies 2
180 45 125 350 35


49
Level 3

Module
Code
Learning Hours
Credits
Lecture
Seminars
Classroom
Work
Workshops Tutorials Writing
Private
Study
Total
D-FH301/ Industry
Placement
3 45 12 40 100 10
D-FH302/
Self-directed Study
Fashion
Studio I
25 180 45 250 500 50
D-FH303/ Career
Management
Fashion
8 30 62 100 10
D-FH304/ Self-
directed Study
Fashion Studio II
25 180 45 250 500 50

50

Summary of Assessment Schedule
Module
Code
Module Title Credits Assessed Component Assessed Item Due Date Weighting
LEVEL 1
D-SH101 Introduction to Studio
Practice
20 2D Studio Practice (Skills Development)
Studio Practice (Final Submission)
Grey Matters (Presentation/Journal)
S1: Wk 7 & 15
S1: Wk 17
S1: Wk 7, 14 & 15
20%
60%
20%
3D
Drawing Fundamentals
Grey Matters
D-SH102 Introduction to
Contemporary and
Contextual Studies
20 Contextual Studies Thinking and Academic Skills
Presentation
Essay 1
S1: Wk 15
S1: Wk 6 & 7
S1: Wk 12
40%
20%
40%
D-SH103 Technical Skills Workshops
for Studio Practice
20 Technical Skills Workshops (x5)

Photography
Moving Images and Sound
Illustrator
Photoshop
Clay Modelling
End of each
Workshop
20%
20%
20%
20%
20%
D-SH104 Exploration of Studio
Practice
20 2D Studio Practice (Skills Application)
Grey Matters (Presentation/Grey Project)
S2: Wk 9
S2: Wk 6 & 7
70%
30% 3D
Drawing Fundamentals
Grey Matters
D-SH105 Specialist Studio Practice 20 Specialism Project

Summative Assessment of a folio of work
completed in response to the specialist project
brief
S2: Wk 17 70%
Specialism Workshops (x 2) A continuous assessment mark reflecting
student engagement in the three Specialism
workshops [15% per w/shop]
S2: Wk 11 14 30%
D-SH106 Key Skills in Contemporary
and Contextual Studies
20 Contextual Studies Thinking and Academic Skills
Presentation
Essay 2
S2: Wk 15
S2: Wk 12 to 15
S2: Wk 6
30%
30%
40%

51

LEVEL 2
D-FH201 Contextual Studies
Modern Fashion History
10 Presentation Skills Oral Presentation S1: Wk 9 50%
Written Skills, reflective self study,
research
Written Assignment 1800 words S1: Wk 13 50%
D-FH202 Fashion Studio 1 15 Analysis of research, visual
exploration, reflective skills
CPJ S1: Wk 15 20%
Hand drawing techniques, research
methods, design process, design
development, principles and elements
of design
Practical Portfolio S1: Wk 15 80%
D-FH203 Technical Studies 1 35 Fundamental fashion techniques,
technical skills
Technical Files S1: Wk 15 100%
D-FH204 Contextual Studies
Introduction to Fashion
System and Terminology
10 Presentation Skills Oral Presentation S2: Wk 9 50%
Application of basic fashion terms,
key basic principles, concepts used in
fashion, research and application of
information from a variety of sources
Written Assignment 1800 words S2: Wk 13 50%
D-FH205 Fashion Studio 2 15 Analysis of research, visual
CPJ S2: Wk 15 30%
Using different media and technology
in presentation, drawing media and
techniques, professional methods,
reflection and self analysis
Practical Portfolio S2: Wk 15 70%
D-FH206 Technical Studies 2 35 Technical skills, materials used Practical Portfolio S2: Wk 15 70%
Interpret and execute technical
instruction within industry specs,
technical skills
Elective Portfolio/ Technical File S2: Wk 6 30%

52

LEVEL 3
D-FH301 Industry Placement
10 Knowledge and understanding of the
fashion industry, problem solving,
communication, team work
Industry project/Live project S1: Wk 7 & 15 100%
D-FH302 Self-directed Study
Fashion Studio I
50 Technical methods to realize fashion
ideas, software skills
Practical Portfolios S1: Wk 15 60%
Analysis of research, visual
CPJ S1: Wk 15 20%
Knowledge and understanding of
basic history of visual culture and
design within a context
Written Assignment 2500 Words S1: Wk 15 20%
D-FH303 Career Management -
Fashion
10 CV writing CV S2: Wk 15 20%
Software skills, practical presentation
skills
Digital Portfolio S2: Wk 15 80%
D-FH304 Self-directed Study
Fashion Studio II
50 Practical presentation skills, Practical Portfolios S2: Wk 15 60%
Analysis of research, visual
CPJ S2: Wk 15 20%
Knowledge and understanding of
visual studies and meaning of dress
Written Assignment 2500 Words S2: Wk 9 20%

53
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are holding the latest version of the Programme
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